Monthly Monitor: Fall Reflections
Guest Editor: Julisa Tindall (She/Her)
Photo credit: The Gender Spectrum Collection
In this issue, we explore topics related to social work PhD students’ unique experiences and interests.
We include topics that cover information regarding PhD students’ stipends, preparing for conferences, building community, and the role of social work values in ice hockey.
This newsletter includes
A message from the DSC chair and introduction of the new SSWR DSC Student Engagement Committee
Editorial: Self-Care for PhD Students: Nurturing the Mind, Body, and Soul by Julisa Tindall
“Read the Fine Print”: Stipends and Fellowships- The Good, Bad, and Not-So-Pretty by Alauna Reckley and Shani Saxon
Social Work in Sports: Hockey is for Everyone?
Building Community by Leah Munroe and Hannah Boyke
Conference Season is Upon Us by Priyanjali Chakraborty and Saira Afzal
Note from the DSC Chair
Durrell Malik Washington Sr. (He/His)
Note from the Chair
As the interest of doctoral students around the country continues to grow, so is the increase demand for ways to serve students beyond the annual meetings at conferences such as CSWE and SSWR. It is with great pleasure to announce the start of a fourth sub-committee joining the SSWR Doctoral Students Committee. The Student Engagement Committee will be tasked with developing programing for doctoral students throughout the year outside of the SSWR conference. The creation of this sub-committee manifested as a result from the desire for doctoral students to engage and connect with each other throughout the year to network, share resources, and trainings as well as the opportunity to allow more students the opportunity to serve on the SSWR DSC. Please look out for our first event happening in December which will be geared around what to expect and how to engage at the 2024 SSWR Conference in DC. If you have any questions please reach out to me at dwashington5@uchicago.edu
Inaugural SSWR DSC Student Engagement Sub-Committee Members:
Zach Cooper, University of Georgia
Jose Hernandez, Smith College
Courtney Chase, Simmons University
Elyssa Schroeder, University of Georgia
Warren Graham, Adelphi University
Kalisha Smith, Simmons University
Lindsay Griffin, Bryn Mawr College
Jasmine Cobb, Stephen F. Austin State University
Melissa Essman, University of Pennsylvania
Andrea Henry, Tulane University
Molly Miskiewicz, Yeshiva University
Kevonyah Edwards, Columbia University
Self-Care for PhD Students: Nurturing the Mind, Body, and Soul
Julisa Tindall (She/Her)
In the whirlwind journey of academia, we PhD students often find ourselves caught in a constant cycle of research, writing, and teaching, leaving little room for self-care.
These intense demands of doctoral programs can take a toll on one’s physical and mental health. While being passionate and dedicated to research interests/areas are important, neglecting self-care can hinder your academic progress and overall well-being leading to possible burnout, stress, and decreased productivity. So, as we continue our PhD journey and make it through this mid-semester (or quarter) slump, we want to encourage you to take some time out for yourself.
So, what exactly is self-care for PhD students? It encompasses a multifaceted approach that nurtures your mind, body, and soul. Everyone’s wellness and self-care needs are different, and it is up to you to determine which aspect(s) is most important to you and what balance you seek between them. Here are some key aspects of self-care to keep in mind:
Mental Well-Being: Your mental health is paramount. Take time for relaxation, meditation, and reflection. Other ways to care for mental well-being could be seeking support, taking a break from social media, practicing self-compassion, and seeking therapy. Some school insurance may cover therapy for free or at a low cost.
Physical Health: Getting enough sleep, staying hydrated/getting enough water, maintaining a balanced diet, and exercising, if you are able to, are essential. Prioritizing your physical health can enhance your ability to focus and maintain stamina for your academic work.
Emotional Wellness: Embrace your emotions and understand that it’s okay to feel the pressure. Some ways to express your feelings could be through dancing (if you are able to), creating art, journaling, and talking to friends, mentors, or counselors. Emotional support is a critical component of self-care.
Time Management: Efficient time management helps reduce stress. Learn to schedule your work, set boundaries, and allocate time for relaxation and social activities.
Fun and Relaxation: Never forget to enjoy yourself. Hobbies, leisure activities, and quality time with loved ones all contribute to a balanced life.
As you embark on this academic adventure, always remember taking care of yourself is essential. There are many different ways to partake in self-care, so remember to do what is best for you. Along those lines, this September/October newsletter encompasses several pieces addressing various topics that can impact a PhD student’s life. We hope to provide valuable insights to help doctoral students thrive inside and outside academia.
Here’s a brief overview of what to expect in this newsletter!
Conference Season is Upon Us
Conferences are great for networking, sharing research, and improving presentation skills, but they can also be anxiety-inducing for many students. This article dives deep into the world of academic conferences, providing tips on preparing and making the most of these events.
Building Community
Graduate school can often feel isolating. Building a strong support network can help combat this feeling of loneliness. In this article, you’ll learn about the importance of community and connecting with peers and colleagues to create an inclusive, nurturing environment for yourself.
“Read the Fine Print” Stipends and Fellowships - The Good, Bad, and Not-So-Pretty
Navigating the complex world of funding can be overwhelming. This article dives into the various types of financial support and the hidden clauses and expectations that come with them. It may also allow you to make informed decisions about your funding choices and gain a clear understanding of what’s expected in return.
Social Work in Sports: Hockey is for Everyone?
Discover the intersection of sports and social work. This article delves into the intersection of sports, particularly hockey, with social issues, emphasizing the need for inclusivity and diversity in the field. It highlights the importance of representation in sports and the ongoing work required to make hockey more accessible to a broader range of participants.
PhD Student Shoutouts
This section in our newsletter highlights the wonderful achievements of doctoral students. It provides a platform to recognize and celebrate their hard work and accomplishments within our academic community.
“Read the Fine Print”: Stipends and Fellowships- The Good, Bad, and Not-So-Pretty
Alauna Reckley (She/her) and Shani Saxon (She/her)
It is important that students understand how their fellowships and stipends work, and the expectations that they may have. This can increase students’ well-being and result in a more rewarding graduate school experience.
School is expensive. Doctorates are EXPENSIVEEE. So, attending programs that are well funded and cover tuition eliminates the financial stress of having to pay for such a costly degree. But what about expenses outside of school?
Being a graduate student is a role that requires considerable dedication and effort. Many doctoral programs offer graduate student stipends, so students can receive funding as part of an assistantship or fellowship from the school. Stipends are often provided through part-time employment, such as a graduate research assistant (GRA), Teaching Assistantship (TA), and Fellowships. The money is meant to support your living expenses while performing research or other educational pursuits. Stipend amounts and hours worked are variable. Stipends are also “technically” reimbursement for the amount of work that students do, although the amount of money made versus the large workload are not always equivalent.
The stipends offered for these positions often cover living costs (e.g., housing, utilities, transportation, and food); however, the stipend amount varies significantly depending on the university, program, and location of the student's institution. Not only this, but the stipend being a “living wage” also varies depending on many things, including location, time of year, and other variables that could make living expenses fluctuate.
Additionally, some institutions guarantee five years of support, whereas others may only be able to provide one to four years. This is problematic because many graduate students cannot live off of their stipend, and knowing that there are limits to these resources can be stressful and interfere withstudents’ ability to thrive in school or even complete their graduate studies. According to Inside Higher Ed, the average graduate student stipend can range from $13,000 to $34,000 annually. How much you earn with a stipend will depend on the program, educational institution, and location.
This article outlines strategies for surviving on a graduate student stipend and discusses whether the stipends are sufficient for graduate students to live on.
The Non-traditional Graduate Student
According to the National Center for Education Statistics (NCES), non-traditional students are defined as adults over the age of 24 who are pursuing a higher degree part-time while working full-time or are who returning to school full- or part-time after a significant break or interruption (starting a family, starting a career, switching careers, or serving in the military). Usually, PhD programs require a certain number of years of experience before students are accepted. This means that, more than likely, a large number of PhD students are non-traditional students. This can be problematic due to the large decrease in income.
There are also opportunity costs, wherein many non-traditional students have work experience, and attending graduate school often means giving up a job or reducing work hours, which can lead to a loss in income and job-related benefits. Since it is likely that non-traditional students may have existing debt or limited savings, this makes managing finances during grad school more challenging for managing debt and increasing their savings.
Grad school stipends may not always be sufficient for non-traditional students due to various factors, including having increased financial responsibilities. Non-traditional students often have additional financial responsibilities, such as caring for a family or paying a mortgage, which can strain their budgets. The cost of living varies widely by location, so most stipends might not be adjusted for higher living costs, making it difficult for non-traditional students to make ends meet. With limited access to additional income, non-traditional students might not have the flexibility to take on part-time jobs or assistantships given their academic commitments.
Finally, tuition and fees are another issue, as the stipends may cover tuition but not all fees. Non-traditional students may have more expenses, including childcare or commuting costs, which can add up. Then, they have to cover the cost of fees (like a technology fee or a social work education fee), which must be paid by a certain date in order for the student to stay enrolled in school. So not only are there regular living costs that non-traditional students have to take into account with their decrease in salary, but more institutional costs are also added on.
It's essential for non-traditional students to carefully assess their financial situation and explore options like scholarships, grants, and part-time work to help bridge the financial gap during grad school.
The Traditional Graduate Student
A traditional graduate student may be defined as a full-time student who comes to graduate school immediately following their undergraduate career.
Graduate school stipends can be a suitable source of financial support for traditional-age students, but their adequacy also depends on various factors. The field of study and the specific program plays a significant role. Stipends in STEM and engineering tend to be more generous than in humanities or social sciences. Some students may be eligible for additional scholarships, grants, or research assistantships that can enhance their financial situation. Different universities have different policies regarding stipends, including the level of financial support they offer graduate students.
Additionally, location, lifestyle, and financial situation all impact how well a stipend can support their academic career. The cost of living in the area where the university is located can significantly affect how far a stipend goes, where high-cost cities may require additional financial support. Additionally, the student's financial situation before attending graduate school will determine the effectiveness of not needing to work a part-time job. Students with lower expenses or access to additional sources of income may find stipends more comfortable, whereas students with little to no support and higher expenses may not benefit as much from the stipend provided.
It's crucial for traditional-age students to evaluate their specific circumstances carefully, the program they're considering, and the University's stipend policy to determine if it is sufficient to support their needs during graduate school. In some cases, students might need to explore additional financial options or part-time work to supplement their stipends.
Both traditional and non-traditional students have something in common: the challenge of multiple roles that often contribute to their increased stress.
Strategies and Recommendations
Graduate school is time-consuming and highly intensive. Therefore, it is essential to have a comprehensive understanding of the financial package and options for supplemental financial sources to avoid an added financial stressor during an already stressful period. It is helpful for students to have an open and candid dialogue about their stipend with their faculty advisors and graduate school financial aid representatives.
Some fellowships that provide stipends have strict rules as to what the student can and cannot do in order to continue to qualify for the stipend. For instance, some universities provide stipends for the student to do research or teach, but they are not able to work or collect any extra income. There are also fellowships outside of prospective universities that may not have a work obligation but still have a cap on how much money can be made along with other stipulations. For instance, a minority fellowship provided by the Southern Regional Education Board (SREB) does not require students to work for their monthly fellowship, but the students have a cap on how much they can earn outside of their monthly stipend. If students make more than allotted, the fellowship could be significantly reduced and “rolled over” to another year. This fellowship also has a mandatory conference every year that students must attend in order to continue to receive the stipend, with very little exception to this rule. For this fellowship and those similar, it is extremely important to be mindful of these stipulations before applying to ensure that the student is prepared for this.
In addition, international students are typically not allowed to work outside of their GA, TA, or other fellowship. Therefore, these costs can be exceptionally great for international students.
So how can we overcome these disparities of having so many expenses but not the income suitable to comfortably pay these living expenses and live comfortably? Below are some suggestions and real ways some students use to make these stipends work. Remember, these are only suggestions; you know what works best for you.
Student Loans
There have been a few students that take out the max amount of student loans every semester to make ends meet. Although not ideal, this is the best way for students to ensure that they can afford their living wages, including housing and food, without always being at risk of being homeless, going without food, or any other necessity.
These students also discuss the Public Service Loan Forgiveness Plan (PSLF), which allows people to work for 10 years and pay off their loans for the same amount of time before all of their loans are forgiven. More information can be found at the link above.
Part-time Work
Although not always ideal, if there is time to pick up an extra job for more income, some students do this. This can include becoming an adjunct professor, doing outside research for other professors or programs, or obtaining a job totally outside of academia (mall, fast food, etc.). The problem with this, again, is time. It is also important to remember the income cap for the stipend that is received so that students are not working so much that they end up losing some of their stipend money.
Outside support
However realistic this may be, some students may have other people who can support them in different ways. This can include giving them monthly allowances or helping pay bills. Unfortunately, this is not always feasible because not everyone has extra support. However, if this is an option for you, feel free to utilize that outside support.
Double up on Fellowships
Although some fellowships are strict in the amount of extra money that students can bring in, there are some fellowships that would allow students to earn extra money with no penalty and no implications to their initial fellowship. One that comes to mind is the SEC Emerging Scholars Program. This fellowship would be great for students who have strict rules for their initial scholarship because this is one of the rare ones that students can receive in conjunction. However, be mindful that a lot of fellowships may have work requirements to receive them. (such as research or conference work).
Increase Stipends
Something that may seem more obvious is for schools and fellowships to increase stipends. This can be done in many ways, including taking the cost of living into consideration, along with inflation, and making sure that students are making an actual living wage. This can decrease the stress that comes with being in a PhD program and still having to make ends meet outside of school.
Include living in stipends
It would be great if fellowships would also include housing in the stipend packages, but of course, this may come with strict stipulations on where a student can live, how many people can live with them, etc.
It is important that students understand how their fellowships and stipends work, and the expectations that they may have. This can increase students’ well-being and result in a more rewarding graduate school experience.
Social Work in Sports: Hockey is for Everyone?
Shawn McNally (He/Him)
Sports have always been political (would the US care as much about the 1980 Olympic hockey victory over the USSR if they were not?)
Even if you have no interest in sports, there is a strong possibility that you have heard the following phrase (or some variation thereof): “Keep politics out of sports.” Such a phrase suggests that sports are inherently apolitical and that any athlete deviating from this ideology is automatically in the wrong. Certainly, holders of this view exist across fandoms of all sports, but this view might be most prominent among so-called hockey (or ice hockey as it is better known in some parts of the world) fans in North America. Additionally, no professional sports league has been as cowardly as the National Hockey League (NHL) has in response to the backlash caused by holders of this view. For the record, sports have always been political (would the US care as much about the 1980 Olympic hockey victory over the USSR if they were not?).
Now, I think I might know what you are thinking: What does this have to do with social work, and why should I care about hockey? I am very aware that it might be impossible to get you, the reader, to care about hockey (challenges aside, the sport itself is great, and you might like it if you give it a try/watch!), but I think I can make the case for how recent events make it at least somewhat relevant to the profession of social work. Before diving into recent events, let us first take a look at how history got us here. If you are more interested in current challenges, feel free to skip ahead to the section entitled “Current Challenges.”
Background (Diversity in Hockey)
You may not be surprised to know that ice hockey has a long history of difficulties with accessibility and inclusion. While the origins of the sport remain debated, the sport does have indigenous roots in Canada. Unfortunately, until somewhat recently, much of this history was ignored or given less importance. Like many other sports, racism significantly impacted the sport for a long time. Interestingly, the Colored Hockey League of the Maritimes (CHL) was founded in 1895 (predating many well-known baseball leagues) and primarily consisted of Black Nova Scotians. Fast forward 53 years when Larry Kwong, a Canadian of Chinese descent, broke the hockey color barrier in 1948 by playing one shift in the NHL for the New York Rangers, less than a year after Jackie Robinson broke the baseball color barrier. Willie O’ Ree, however, is often given credit for breaking the color barrier as he was the first Black (Canadian) player in the NHL. His first game in the NHL was in 1958, and he is sometimes referred to as the “Jackie Robinson of hockey.” Herb Carnegie would have likely been the first Black (Canadian) player in the NHL if not for racism. Additionally, Art Dorrington was the first Black (Canadian) player to sign an NHL contract, and despite being considered good enough to play in the NHL, he never did. It is worth noting that until 1967, the NHL primarily consisted of six teams (Chicago, Detroit, New York, Boston, Toronto, and Montreal). As you can probably guess, most teams consisted almost entirely of Canadians.
Despite the efforts of these pioneers, it was not until 1974 (when there were 18 teams) that another Black Canadian played in the NHL. It was not until 1981, however, when Val James became the first African American to play in the NHL. Unfortunately, he only played 11 games. Since James, there have only been 21 Black American (compared to ~80 Black Canadians) NHL players (the NHL now has 32 teams). Even fewer players of Asian, Latina/o, or First Nation/Native American descent have played in the NHL, with almost all being Canadian. Indeed, a majority of teams, players, AND staff consist of people who identify as white (84% according to a recent poll). Aside from race/ethnicity, only one player under the contract of an NHL team has publicly identified as gay (he has yet to play in the NHL).
Clearly, there is something about hockey that makes it unwelcoming. One possibly legitimate reason involves geography. Before indoor arenas became more commonplace, hockey required cold weather. For a long time, many areas where hockey was and remains popular have been populated by people of European descent. In Europe, many of the countries where hockey is popular are predominantly white. With improvements in technology, why then, isn’t hockey more diverse/inclusive? There are likely several reasons for this. First, hockey is expensive (both to play and watch; hockey arenas aren’t exactly the most important thing for many neighborhoods), which means it has long been associated with privilege, something that likely contributes to its aura of toxic masculinity (arguably more prevalent in hockey than in any other sport). Second, efforts to promote the game in non-traditional markets have really only increased in the past 30 years and they have varied wildly. Third, and finally, there have been fewer players to look up to. Representation matters.
Now that some background on hockey’s difficulties with inclusion/diversity has been provided, let us begin moving closer to current challenges. In recent years, several non-profit groups/organizations have been established to help promote the game and address the diversity gap. In 2013, the NHL partnered with The You Can Play Project, whose mission is combating heterosexism in sports. They were the first major North American sports league to partner with an LGBTQ+ outreach organization on such a significant scale. A few years later, the NHL also announced the implementation of the “Hockey is for Everyone” campaign, an initiative meant to promote diversity and inclusion among people of all sexual identities, gender identities, ethnicities, abilities, and socioeconomic statuses. Many NHL teams then started dedicating several nights to this cause by wearing warm-up jerseys that would then be auctioned off, with the proceeds going to local or national non-profits/organizations. For example, throughout the year, many teams would host a Pride Night in which they would wear Pride jerseys during their warm-up. The proceeds from auctioning off these jerseys would then go to local or national LGBTQ+ organizations. Many players would often make statements or use Pride tape on their sticks to indicate their support. In other recent efforts to promote the game, the NHL introduced The Hockey Diversity Alliance, a group of current and former players of color dedicated to battling intolerance and racism in hockey, and NHL Street, a neighborhood-based approach that attempts to combat problems with accessibility by utilizing street hockey as a way to introduce youth to the sport.
Current Challenges
At this point, you might be thinking that this all sounds great. Well, it was. That is, until the NHL failed to follow through on its many promises in response to the murder of George Floyd and the shooting of Jacob Blake. In response to these tragedies, the NHL indicated a greater commitment to fostering more welcoming environments by strengthening their partnership with the HDA to combat racism and accelerate inclusion in arenas, offices, and beyond. The HDA submitted a pledge that detailed several steps the HDA and NHL could take together to fulfill this promise. Just a few months later, in October of 2020, however, the HDA parted ways with the NHL, stating in an official press release that they ‘waited many months for a response to the common sense HDA pledge they proposed, and it is clear that the NHL is not prepared to make any measurable commitments to end systemic racism in hockey.’
Despite insisting on a continued commitment to promoting inclusion and diversity in the sport, the NHL stumbled once again both during and after the 2022-2023 NHL season. Throughout said season, several players opted out of wearing Pride warm-up jerseys by citing religious reasons. While many of their teammates still wore the jersey, this caused something of a domino effect in which several teams backed out entirely. This issue received significant media attention. Many fans were outraged while others indicated their support, some citing the whole “keep politics out of sports” way of thinking. Despite only seven individual players actually opting out, the NHL deemed this entire situation to be a “distraction.” Their solution? To discontinue all warm-up jerseys. This means there will no longer be nights dedicated to people living with cancer, veterans, specific cultural heritages, etc. The NHL has since indicated that teams and players can still support whatever causes they wish, but how they are to do this requires further clarification from the NHL - something that has not been given. To make matters worse, in October of 2023, the NHL also banned Pride tape (UPDATE: The NHL reversed course on 10/24/2023). Numerous organizations and players have indicated their disappointment in the NHL’s handling of this situation.
Certainly, it is important to acknowledge the significant steps that the NHL, and hockey in general, have made to promote the game. However, in banning theme nights, you likely lose what carries the most weight in messaging - professional hockey players demonstrating support and inclusion. While it has at least been nice to see many players voice their disappointment in the NHL as an entity in how they have handled this situation, it does not change the fact that the NHL has focused its response on the players who are not participating (and their supporters) instead of the meaning these nights carry. Luke Prokop, the only openly gay hockey player signed to an NHL contract, perhaps said it best when asked about players refusing to wear the Pride warm-up jersey: "Everyone is entitled to their own set of beliefs but I think it's important to recognize the difference between endorsing a community and respecting individuals within it."
Moving Forward
As a Canadian, this story is near and dear to my heart. Sure, Canada may generally fare better than the United States when it comes to issues of diversity and inclusion, but the hockey landscape in both nations remains tainted by instances of racism, sexual violence/sexism, and bullying. Yet, I still love the game, and I believe that part of loving the game requires wanting it to do better, to be better. I want others to love this game because to me there is nothing like it - a perfect combination of physicality, skill, speed, and intelligence. This is difficult to do when people who might be interested in the sport are given the message that they are not welcome, that only certain people can play it. To some, they may be satisfied with the NHL’s/hockey’s current standing in North America and the world. I am not, however. I want the game to continue growing, to reach youth that maybe would have never had the option to even consider playing hockey. I think that aligns well with social work’s values. Indeed, sports can positively impact well-being and connectedness. Furthermore, advocating for inclusion and equity is a core social work value that isn’t confined to research or academic spaces; sharing knowledge about the ways in which oppression pervades a range of spaces is necessary to foster change. Until hockey is willing to look itself in the mirror and genuinely address some of these challenges, it just sends the message that hockey isn’t for everyone.
Exciting news!
Laila Edwards is set to become the first Black woman to play for the United States women's national ice hockey team (or Team USA). She's only 19 too! Really good player.
*NOTE: It is impossible to do this entire story justice here. If anyone is interested, I highly recommend watching Soul on Ice: The Past, Present, and Future. It is a documentary about the history of Black ice hockey players in the US and Canada. Additionally, there are many stories online that discuss hockey culture and its issues.*
Building Community
Leah Munroe (She/Her) and Hannah Boyke (They/Them)
Coming into my doctoral program, I didn’t really know what to expect. I’m a first-gen student, and I grew up in a working-class family in a relatively lower-income city based mainly in manufacturing. Before starting college, the only doctor I knew was the pediatrician.
Coming into my doctoral program, I didn’t really know what to expect. I’m a first-gen student, and I grew up in a working-class family in a relatively lower-income city based mainly in manufacturing. Before starting college, the only doctor I knew was the pediatrician. It was hard to talk to my close friends and family sometimes about the issues I was struggling with in the program. To them, I was the most educated person in the family, so my potential for success was endless–to them,I could get any job I wanted, and I must be doing great because I’m in a PhD program. These conversations honestly usually left me feeling worse and even more exhausted than before they started.
As I became closer to the people in my program, though, I finally had people who understood my complicated, often overwhelming feelings of anxiety and stress. Being able to talk to them offered validation and recognition. I sometimes don’t know if I’d have made it this far in the program without them. I’ve found a network with my fellow doc students that thrives on mutual support, collaboration, and celebrating each other’s accomplishments.
Graduate students across the country have expressed similar stories and feelings of isolation and pressure.
A qualitative study exploring the obstacles graduate students faced identified that many of the issues students struggled with were related to difficult relationships with mentors, classmates, and family (Lee, 2009). These relationships were often impacted by financial stressors or multiple life responsibilities, and they impeded people’s paths toward graduation. The same study also identified that the most common theme associated with success was positive social support among family and friends, other students, and faculty. Recognizing how relationships will positively and negatively affect your progress is important to academic success. Not to be confused with using people to further your academic success, it means finding support among your peers despite the inevitability of future competition. This is a particularly important aspect of doctoral careers as competitive dynamics often play a role in academic work (Gopaul, 2011) and can reinforce racialized, ableist, cis-gendered, and nativist perspectives.
Our inclusion or exclusion in the reigning perspective enables power structures that shape our access to resources provided by our programs and professions and highlights potential inequity in doctoral capital. The theory of doctoral capital, as discussed by Walker and Yoon (2017), identifies the amalgamation of social, economic, symbolic, and cultural capital that makes up a doctoral student’s perceived legitimacy. Capital can be gained by accumulating skills, publications, research projects, and relationships. Achieving status can equate to participating in the existing hegemony in programs that promote the status quo.
As we navigate the power structures that comprise academia, it’s important that we remember that we aren’t alone and that we can do this! Lee (2009) provides three recommendations for getting through to graduation for doctoral students:
Seek out academic friends who can provide a social and emotional outlet;
Educate family members on the doctoral student experience and elicit assistance when necessary;
Establish a good rapport with a professionally active advisor.
While these recommendations certainly will not eliminate all negative experiences or stressors during your doctoral education, having someone empathize with you when you are struggling can always help. Further, we want to recognize that it’s not always easy or even feasible to establish supportive relationships with faculty, especially for BIPOC students who may experience added marginalization within their programs. We wanted to take a moment, to point to the work of Dache, which offers an important contribution regarding the educational experiences of Afro-Latinx folks in academia.
Conference Season is Upon Us
Priyanjali Chakraborty (She/her) and Saira Afzal (She/her)
Fall not only signals the start of the academic year but also the beginning of conference season.
Doctoral students are often told that academic conferences are necessary for professional growth and vital to those who seek an academic career. They are not quite as solemn or intimidating as they can be made to sound. A conference lends an atmosphere of enthusiasm for learning about the academic culture and can be a space to bond with fellow students and faculty. They present an opportunity to network across institutions, research areas, and even disciplines.
On an individual level, attending an academic conference can be a great way to build your confidence in presenting to a diverse crowd. It might even incentivize you to complete that paper or project you have been mulling over but has not come to fruition. Each conference is accompanied by a specific theme, and the expectation here is to find common pathways between your research and the overall theme while drafting an abstract. There are various formats for submitting conference abstracts, such as oral paper presentations, posters, roundtables, special interest groups, or symposiums, and the requirements for submitting abstracts differ for each conference. Posters are often considered a way to ease into this part of academic life and can feel less stressful than an oral presentation or symposium.
Sometimes, it can be challenging or even overwhelming to navigate a plethora of information, including deadlines, submission instructions, and deciding the right format for your abstract. Discussing these with your faculty mentors and colleagues can help you gain clarity, especially if this is your first time applying to a conference. Furthermore, doctoral students are sometimes provided with additional programs, graduate school funding, or scholarships to participate in conferences, and while these funds may be limited, it is always a good idea to plan and apply for them. Funding support can go a long way towards easing conference registration and travel-related costs. Participating in a conference involves several stages of planning, but once you surpass those stages, aside from opportunities for professional growth, they also open up new avenues for travel, exploring a different place or culture, and most importantly, making new friends.
The Society for Social Work & Research (SSWR) hosts one of the largest social work conferences in the U.S., which brings thousands of social work researchers and practitioners across the U.S. and globally to share and exchange knowledge on social work and allied disciplines every year. A few other noteworthy conferences in the realm of social work are the annual meeting organized by the Council for Social Work Education (CSWE) and state-specific conferences organized by the National Association of Social Work (NASW).
Tips for attending your first (or any) conference:
Talk to advisors, peers, and faculty about their experiences/advice on attending the conference. If a peer or colleague plans on attending as well, you can decide to coordinate travel plans or attend larger conference sessions together.
Ask colleagues or mentors if you can practice talking through your presentation/poster with them before the conference to build your confidence.
Pack layers and comfortable shoes! Consider bringing a backup to your work (electronic versions of your work, a flash drive, whatever paper handouts you may need electronically).
Think about how you will network with others; do you have business cards or a QR code linking to your LinkedIn/resume?
Look through the program and list of presenters in advance; make note of any presenters or attendees you may want to introduce yourself to.
Explore funding sources, including your institution and the conference itself (some offer discounted rates or student volunteer rates).
Doctoral Student Research: Call for Survey Participants
Katie McCoog (She/Her), a member of the SSWR DSC, is inviting SW doctoral students to participate in an online survey. The study aims to learn about the supports that online learners receive.
This survey will collect information about peer support experiences of graduate social work students (MSW, DSW, and PhD). For our purposes, the term "peer support" refers to formal and informal ways that graduate social work students support each other during their academic programs. This survey is voluntary, optional, and anonymous.
If you would like to participate, please click the link below that will take you to the consent form and shares other important information about the study.
DSC Call for Nominations: Doctoral Student Achievements
Celebrate doctoral students’ accomplishments in research, practice, and/or degree milestones!
SSWR DSC Communications Subcommittee has an ongoing call for nominations to showcase social work doctoral student achievements.Nominate a colleague (or yourself) to have their recent accomplishments featured on SSWR DSC social media and in a future DSC newsletter.
The nomination form asks for your name, pronouns, program, a description of the accomplishment(s), information about your research, and brief bio information. If you want, you can also upload a photo of the nominee for us to share and tell us your social media handles to mention in the posts. Student achievements will be posted to social media and the SSWR DSC website as they are received. Achievements will also be featured on the SSWR DSC Newsletter.
View past students showcased for their achievements here.
CLICK HERE TO NOMINATE A COLLEAGUE (OR YOURSELF) TO BE FEATURED
Doctoral Student Spotlights
Doctoral Student Publications
Brendon Holloway (He/They; University of Denver) and Jax Kynn (They/Them; Michigan State university):
Holloway, B.T., Hostetter,R.C., Morris, K., Kynn, J. & Kilby, M. (2023) "We're All We Have": Envisioning the Future of Mutual Aid from Queer and Trans Perspectives. The Journal of Sociology & Social Welfare, 50 (1), Article No. 9. https://doi.org/10.15453/0191-5096.4693
Julisa Tindall (She/Her; University of South Carolina)
Wilson, B. L., Tindall, J., Walker, D., & Smith, A. M. “Ain’t I a woman?”: A historical and contemporary analysis of state-sanctioned violence against Black women in the United States. Journal of Gender Studies. https://doi.org/10.1080/09589236.2023.2236953
Hannah Boyke (They/Them; Michigan State University)
Boyke, H., Horner, P.S. (2023). A Critical Framework for Analyzing the Impacts of Sub-Federal Immigration Policy in Post 9/11 United States. Journal of Policy Practice & Research. https://doi.org/10.1007/s42972-023-00094-5
Social Work Snippets:
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Job Opportunities and Information
Do you need help navigating the academic job market? Check out Dr. Kess Ballentine’s playlist and free workbook to guide you through every step of landing an academic job. Subscribe to her YouTube channel for tips and tricks for MSW & PhD Students and early career researchers!
Call for Papers
Abolitionist Perspectives in Social Work
Deadline: Ongoing
Building for the Future: The Many Facets of Forensic Social Work
Deadline: February 14, 2024
Call for Submissions
The database spreadsheet BIPOC-Authored Social Work Papers
Deadline: Ongoing
Additional Resources
RESOURCES FOR NEWER CONFERENCE PRESENTERS AND ATTTENDEES
How to Give a Scientific Talk: https://www.nature.com/articles/d41586-018-07780-5
Video on How to Confidently Present your Research at Conferences: https://asiaedit.com/webinar/how-to-confidently-present-your-research-at-conferences-in-person-and-online
Not following “SWRnet”?
Formerly known as the IASWR Listserv, SWRnet (Social Work Research Network) was launched in October 2009 to continue serving the social work research community by providing regular updates on funding opportunities, calls for papers, conference deadlines and newly published research. SWRnet is administered by the Boston University School of Social Work.
IMAGE USE INFORMATION
All heading images are accompanied by alternative text descriptions embedded in the image, so it is accessible to a screen reader even if not visible on the page. Additional images throughout the newsletter pieces are accompanied by captions as well as embedded alternative text.
AdditionaL INFORMATION
Disclaimer: This newsletter is created as free service by SSWR Doctoral Student Committee Communications Subcommittee members:
Julisa Tindall (She/Her)
Charles Labarre (He/Him)
Hannah Boyke (They/Them)
Katie Maureen McCoog (She/Her)
Shani Saxon (She/Her)
Alauna Reckley (She/Her)
Shawn McNally (He/Him)
Saira Afzal (She/Her)
Leah Munroe (She/Her)
Isaac Akapnitis (They/Them)
The opinions expressed in this newsletter are the opinions of the individuals listed above alone and do not claim to represent the opinions of SSWR or the SSWR Doctoral Student Committee